This is rather verbose template for a unit plan based on the assignment sheet distributed previously. Feel free to create parts of this plan on separate pages and just link them to this front page. Also, please delete the italicized instructions for each section as you complete them to reduce clutter.- fogleman
Author: Matthew Hooper
Grade Level: 12
Course: Chemistry
Purpose of Unit
This unit is designed for a half-year chemistry course for seniors (Coventry High School) who intend to attend college and need a more extensive science background than they presently have. The topics that will be covered in this unit are as follows: An Introduction to Chemical Bonding, Representing Chemical Compounds, Ionic Charges, Ionic Compounds, Molecular Compounds and Acids, and A Summary of Naming and Formula Writing. The estimated length of time for completion of this unit is 1.5-2 weeks. Day one will be spent accessing the students prior knowledge to find out if there will be any topics that will need to be revisited before the unit can proceed. Day to day lessons will generally consist of an overview of the days activities/topics followed by a brief lecture/note taking session. Lectures/notes will include examples of each topic and their connections to the world around us. During this time students will be assessed via questions to see how well they are absorbing the material. After this students will be assigned practice problems that they will be asked to complete in groups and then report their answers to the class.
Mixed into the structure of the lessons will be a multitude of hands-on activities that will reinforce concepts that have been gone over. One such activity will demonstrate the collision of two atoms to form a compound. For this demonstration students will be asked to move to an open part of the room and act as protons and electrons (we will exclude neutrons for this particular excersise which will be explained) of two different atoms. One of these atoms will have a positive charge and one will have a negative charge. Students will then be asked to move slowly together as a group and as they meet exchange an electron (one student) to create a chemical bond. Activities such as these will hopefully paint a better picture for the students that don't respond as well to lecturing/notetaking and praticing problems.
Learning Performances and Standards
Identify what ideas in what standards you are addressing. Be sure to "unpack" the standards you use to state its subtopics, what students need to understand before addressing this standard, and the probable misconceptions that students may hold. Once you have your standards, you should state your learning objectives for the unit in terms of learning performances that express the cognitive work students will be able to do with what you are teaching them. Use our list of science practices as a resource. Note: You are encouraged to use the standards you or someone else has already unpacked in this class.
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
If you decide to do a concept map, you can create this online at www.gliffy.com. Mindmaps can be created at www.mind42.com. You can also just make your drawing on paper, scan it, and embed it in this (or a linked) page as a jpg.
Describe how you will assess your students' understanding of the unit's learning goals throughout the unit. These assessments should include formative assessments, e.g. questions that you ask that probe probable misconceptions, embedded assessments, e.g. activity artifacts, and summative assessments, e.g. tests and quizzes. Note: You are encouraged to use the assessment developed in class in this section.
Rationale
VERY IMPORTANTYour rationale should focus on the following questions: How did you make the topic meaningful for students? How did you make use of inquiry? What are the ways in which you assessed student learning? How did you take account of students' prior experiences and knowledge? How will you sequence lessons so that they support the understanding of the learning outcomes? How will you help students make sense of the materials? Please make use of class readings and discussions in writing your rationale. The rationale is important because it serves as evidence that you are thinking about the unit like a teacher, i.e. going beyond "writing plans" to thinking about how you are going to engage your students with a topic in a way that builds over two or three weeks.
Title: Chemical Names and Formulas
This is rather verbose template for a unit plan based on the assignment sheet distributed previously. Feel free to create parts of this plan on separate pages and just link them to this front page. Also, please delete the italicized instructions for each section as you complete them to reduce clutter. -
Author: Matthew Hooper
Grade Level: 12
Course: Chemistry
Purpose of Unit
This unit is designed for a half-year chemistry course for seniors (Coventry High School) who intend to attend college and need a more extensive science background than they presently have. The topics that will be covered in this unit are as follows: An Introduction to Chemical Bonding, Representing Chemical Compounds, Ionic Charges, Ionic Compounds, Molecular Compounds and Acids, and A Summary of Naming and Formula Writing. The estimated length of time for completion of this unit is 1.5-2 weeks. Day one will be spent accessing the students prior knowledge to find out if there will be any topics that will need to be revisited before the unit can proceed. Day to day lessons will generally consist of an overview of the days activities/topics followed by a brief lecture/note taking session. Lectures/notes will include examples of each topic and their connections to the world around us. During this time students will be assessed via questions to see how well they are absorbing the material. After this students will be assigned practice problems that they will be asked to complete in groups and then report their answers to the class.Mixed into the structure of the lessons will be a multitude of hands-on activities that will reinforce concepts that have been gone over. One such activity will demonstrate the collision of two atoms to form a compound. For this demonstration students will be asked to move to an open part of the room and act as protons and electrons (we will exclude neutrons for this particular excersise which will be explained) of two different atoms. One of these atoms will have a positive charge and one will have a negative charge. Students will then be asked to move slowly together as a group and as they meet exchange an electron (one student) to create a chemical bond. Activities such as these will hopefully paint a better picture for the students that don't respond as well to lecturing/notetaking and praticing problems.
Learning Performances and Standards
Identify what ideas in what standards you are addressing. Be sure to "unpack" the standards you use to state its subtopics, what students need to understand before addressing this standard, and the probable misconceptions that students may hold. Once you have your standards, you should state your learning objectives for the unit in terms of learning performances that express the cognitive work students will be able to do with what you are teaching them. Use our list of science practices as a resource. Note: You are encouraged to use the standards you or someone else has already unpacked in this class.Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
If you decide to do a concept map, you can create this online at www.gliffy.com. Mindmaps can be created at www.mind42.com. You can also just make your drawing on paper, scan it, and embed it in this (or a linked) page as a jpg.Lesson Sequence
Lesson OneAssessment Plan
Describe how you will assess your students' understanding of the unit's learning goals throughout the unit. These assessments should include formative assessments, e.g. questions that you ask that probe probable misconceptions, embedded assessments, e.g. activity artifacts, and summative assessments, e.g. tests and quizzes. Note: You are encouraged to use the assessment developed in class in this section.Rationale
VERY IMPORTANTYour rationale should focus on the following questions: How did you make the topic meaningful for students? How did you make use of inquiry? What are the ways in which you assessed student learning? How did you take account of students' prior experiences and knowledge? How will you sequence lessons so that they support the understanding of the learning outcomes? How will you help students make sense of the materials? Please make use of class readings and discussions in writing your rationale. The rationale is important because it serves as evidence that you are thinking about the unit like a teacher, i.e. going beyond "writing plans" to thinking about how you are going to engage your students with a topic in a way that builds over two or three weeks.